University of Iowa, USA.
J Abnorm Child Psychol. 1973 Apr;1(2):214-24. doi: 10.1007/BF00916115.
The behavior of preadolescent and adolescent boys, rated as aggressive and nonaggressive, was examined to test predictions from Bandura and Walters' social-learning theory and from Weiss and Miller's punishment model of audience-observation effects. The subjects were given a bogus motor task, actually insoluble, with help available on each trial. For half the subjects, help was given through the mediation of a social agent; for the rest, help was on a nonsocial, mechanically mediated basis. The groups for whom help was socially mediated made fewer help-seeking responses and decreased the number of such responses over successive trial blocks. The predictions from Bandura and Walters' theory were not supported, since neither age nor degree of aggressiveness had an effect on help-seeking responses. The results were, however, consistent with the punishment model of audience effects.
对被评定为具有攻击性和非攻击性的青春期前和青春期男孩的行为进行了观察，以检验班杜拉和沃尔特斯的社会学习理论以及魏斯和米勒的观众观察效应惩罚模型的预测。实验对象被要求完成一项看似无法完成的虚假运动任务，每次尝试都可以获得帮助。对于一半的实验对象，帮助是通过社会代理进行的；而对于其余的实验对象，帮助则是在非社会的、机械的中介基础上提供的。那些通过社会中介获得帮助的小组在寻求帮助的反应上更少，并且在连续的试验块中减少了这种反应的数量。班杜拉和沃尔特斯理论的预测没有得到支持，因为年龄和攻击性程度都没有对寻求帮助的反应产生影响。然而，结果与观众效应的惩罚模型是一致的。
